Use Of Slides Research Articles

Localization and Quantitation of Eotaxin mRNA in Human Nasal Polyps

Nasal Polyps (NPs) are the most common mass lesions found in the nose. NPs cause airway obstruction, prevent normal sinus function, and can lead to infection of the eye, facial bones and central nervous system. The predominant cell type inhabiting NPs is the eosinophil, and the chemokine eotaxin is believed to play an important role in NP eosinophilia. The objective of this study was to localize and quantitate expression of eotaxin mRNA in human NPs. Total RNA was isolated from NPs that were collected from 5 patients who had undergone polypectomy. Portions of these polyps were also fixed in formalin, embedded in paraffin, and sectioned onto slides for use in in situ hybridization. Total RNA from one patient was used in a reverse transcriptase polymerase chain reaction using eotaxin specific primers to generate a human eotaxin cDNA. The eotaxin cDNA was cloned and used to generate probes for Northern blot analyses and for use in in situ hybridization (ISH). Eotaxin mRNA was detected by Northern analyses in all patient samples, though the relative expression level in each patient varied. ISH localized the expression of eotaxin mRNA specifically in eosinophils in 2 of the 3 patients in the study for whom the embedded polyp tissue appeared sufficiently well preserved for mRNA localization. Our findings suggest that eosinophilia in NPs is likely a self‐amplification process whereby increasing numbers of eosinophils are recruited to enter the polyp as a result of production of eotaxin by eosinophils already within the polyp.

Teaching molecular 3‐D literacy

Teaching molecular 3‐D literacy

Faction and Fusion in The 7 Stages of Grieving

Indigenous Australian theatre company Kooemba Jdarra's production of Wesley Enoch and Deborah Mailman's The 7 Stages of Grieving (performed by Mailman) presents us with a series of stories about grief, grieving and loss. Mailman adopts the position of a ‘nomadic performer’ moving between stories and personae, refusing to embrace a singular character position, instead weaving the performance together through her use of slides, photographs, story and song. The performer claims and marks the space and empowers herself through her control over representation. The stories told often use autobiographical references, however, the style of the work positions the performance piece as a pastiche of stories about Aboriginal grief and grieving rather than an attempt to tell ‘true’ stories. This analysis interrogates the ways in which the spectator is invited to question his/her understandings of, and responses to, the concepts of grief and grieving, and to further question the issue of belonging in Australia, given the past and ongoing oppression of the Indigenous peoples of this land.

An overview of the brass collection in the Kenneth G. Fiske Museum

The Kenneth G. Fiske Museum of Musical Instruments at The Claremont Colleges is one of only seven comprehensive musical instrument museums in the United States. Its collection of brasses and cup-mouthpiece instruments made of wood consists of over 400 instruments dating from the 18th through the 20th centuries. It includes cornets, trumpets, bugles, trombones, French horns, mellophones, euphoniums, tenor horns, ophicleides, keyed bugles, over-the-shoulder horns, serpents, cornettos, Russian bassoons, bass horns, tubas, instruments from Africa, Tibet, China, and other countries. The collection is especially rich in its representation of important 19th century American makers and of examples of valve designs such as Stoelzel, Berlin Pumpen, Vienna, Allen, and various designs of the Perinet valve. Valves were initially introduced by German makers in 1818, and were gradually accepted by players during the 1830s and 1840s. The Perinet valve of 1838 emerged as the standard design only by the 1870s and 1880s. With the use of slides of several instruments the presentation will illustrate four broad aspects of the collection: (1) the development of the low brasses; (2) types of valves; (3) brasses in Asia and other countries; and (4) unusual designs.

A return to the past: a student perspective on medical school pharmacology.

In 1989, the second-year medical school pharmacology course at New York Medical College was revised to help improve student and faculty morale, improve scores on class exams and the U.S. Medical Licensing Examination (USMLE), and encourage more active student participation in the course. Rather than incorporating new and innovative teaching techniques, the course adapted a more classical presentation of material. Traditional blackboard lectures replaced lectures aided by the use of slides, overheads, and extensive handouts. Transcripts and the tape recording of lectures were prohibited. Higher standards for students were set with the implementation of a passing grade, initially set at 65% and increased to 66%. Review sessions with senior graduate students were incorporated, and the use of live animal demonstrations was continued. Despite the return toward a more traditional classroom, students' satisfaction with the course continues to be high, with an overall 80% satisfaction rating. Attendance at lectures is quite high (> or = 80%). In addition, student scores on the USMLE continue to improve, and the number of students failing pharmacology continues to decrease. Overall, these trends indicate that the changes implemented in the pharmacology course at New York Medical College in 1989 successfully improved student participation in class and performance in the course and on the USMLE.

A new training approach to complex decision making for police officers in potentially dangerous interventions

This article outlines the development and first empirical test of a new training approach to complex decision making of police officers in potentially dangerous situations. The program was developed for the Belgian Gendarmery in response to institutional changes reflecting an increased emphasis on safe interventions in the management of violence. It incorporates theoretical approaches to the training of decision expertise found within cognitive psychology. Twenty-four police officers, with moderate experience, participated in one of four training programs (ten hours each). Decision and intervention skills were assessed pre- and posttraining through the use of slide and video simulations of real world intervention situations. The four training groups included: (1) classic training, (2) slide simulation training, (3) video simulation training, and (4) slide + video simulation training. Before training, officers took on average ten preventive actions to resolve situations. After training, the video-trained group increased to sixty preventive actions. Despite increased resolution skill, shooting efficiency remained low in all groups. Several recommendations have been made for the optimization of complex decision training with regard to the type and frequency of training as well as performance assessment.

20th Annual Spring Meeting and Workshops of the Society for Education in Anesthesia

20th Annual Spring Meeting and Workshops of the Society for Education in Anesthesia

Undergraduate Teaching of the History of Technology: A Survey of the Teaching at Some Universities in the USA in 1993 by Lars O. Olsson

TECHNOLOGY AND CULTURE Book Reviews 271 Undergraduate Teaching of the History of Technology: A Survey of the Teaching at Some Universities in the USA in 1993. By Lars O. Olsson. Gothenburg, Sweden: Department of History of Technology and Industry, Chalmers University of Technology, 1995. Pp. 69; illus­ trations, appendices, bibliography. Lars Olsson has written a short, but very useful, monograph evalu­ ating the state of undergraduate teaching of the history of technol­ ogy in the United States. It is reminiscent of and in part modeled after Svante Lindqvist’s The TeachingofHistory ofTechnology in the USA: A Critical Survey in 1978 reviewed by George Daniels in this journal {Technology and Culture 24 [January 1983]: 122-23). Historians of technology are a particularly self-reflective group, perhaps as a result of their early perceived need to distinguish what they do from the history of science or from history more generally. Whatever the source, this “reflexivity,” as the sociologists of science and technol­ ogy, albeit in a somewhat different context, have come to call it, offers a refreshingly honest and revealing picture of what we do in our classrooms and, by extension, what we think about as the central tenets of the field. During 1993 Olsson visited seven universities with programs or departments where faculty regularly teach the history of technology. The universities included in his survey are Carnegie Mellon, Case Western Reserve, University of Delaware, Georgia Institute of Tech­ nology, Massachusetts Institute ofTechnology, University ofPennsyl­ vania, and Princeton University. He examined descriptive program materials, course syllabi, etc. and, to get beyond the syllabi, inter­ viewed numerous instructors to determine what they see as their pri­ mary educational goals. In 1978, Lindqvist had noted that the history of technology was “dominated by individuals rather than institutions,” an assessment that Olsson confirms, although he notes that “the field was becom­ ing more institutionalized as new graduate programs . . . were started” (p. 10). Olsson sought out individual faculty to clarify what theoretical models and concepts they sought to convey to students. Among them, the systems approach was perhaps most commonly emphasized, but instructors were also introducing their students both to the idea of the social construction of technology and to the social consequences of the science-technology interaction, with the relative balance of emphasis varying from instructor to instructor. Most faculty interviewed sought to introduce their students to a range of conceptual tools, with several noting that they consciously chose to challenge the notion of technological determinism. Among Olsson’s other findings was the fact that approximately 50 percent of the students taking history of technology were engi­ neering majors, which, given the institutions surveyed, is perhaps not surprising. The remaining 50 percent were widely distributed 272 Book Reviews TECHNOLOGY AND CULTURE across the disciplines. Approximately two-thirds of the courses in­ cluded in Olsson’s survey “dealt (almost) exclusively with the history of technology in North America” (p. 26), with no courses dealing “exclusively” with technology in non-Western societies. Over halfof the courses “started with the industrial revolution or the 19th/20th centuries and went on to the present day” (p. 28). In contrast, in 1978 Lindqvist found one-third of the courses fell into this category. With regard to textbooks, like Lindqvist before him, Olsson found no single text dominated the field. Not surprisingly, given the em­ phasis on the 19th and 20th centuries, Thomas Hughes’s American Genesis (New York: Viking, 1989) was the most frequently used text, being required in five of the twenty-eight (or eleven survey) courses analyzed. Following close behind were Ruth Cowan’s More Workfor Mother (NewYork: Basic Books, 1983) and William McNeill’s The Pur­ suit ofPower (Chicago: University of Chicago Press, 1982), which ap­ peared in four courses each. (Since Olsson conducted his study sev­ eral survey texts have been published, with others to appear shortly. Thus, if he were to update the study today his list of readings might look somewhat different.) Olsson also includes a helpful list ofother texts, including literary works, utilized by instructors, and he does the same for films and videos. Among other course-related elements Olsson briefly discusses are the use of slides, writing assignments, and examinations, and in...

Reviews : Shop Smart: Reading Food Labels (videotape, slides), by Nancy Cooper (1994). International Diabetes Center, Attention: Jean Ring, 5000 West 39th Street, Minneapolis, MN 55416. Video tape 34 minutes. Price: videotape $95, slides (80) $98, cassette for slide use $10

Reviews : Shop Smart: Reading Food Labels (videotape, slides), by Nancy Cooper (1994). International Diabetes Center, Attention: Jean Ring, 5000 West 39th Street, Minneapolis, MN 55416. Video tape 34 minutes. Price: videotape $95, slides (80) $98, cassette for slide use $10

Let me entertain ... er ... teach you: gaining attention through the use of slide shows.

The lecture method has been and continues to be the object of criticism. But, perhaps, it is not the lecture which should bear the brunt of the criticism, but rather the lecturer. All too often the audience is bored. This article examines several popular media currently used to enliven the lecture. Instructional design theory is used to discuss their limitations. The use of a self-assembled slide show, featuring novelty and humor, is advocated in order to assist the lecturer in gaining attention and, thereby, avoiding the boredom pitfall. Useful suggestions for developing a slide presentation are provided.

Coming to Our Senses

Ours is a nearly sense-less profession. The JAH survey, heavily weighted toward reading as a source of historical understanding, did not invite mention of enlightening paintings, musical compositions, architectural works, culinary experiences, dance performances, or, except through one question about movies, other transformative sensory encounters. Few respondents objected to these omissions. None answered the question addition to personal fulfillment, what value or worth do you experience in doing history? with a comment such as It has increased my ability to see, hear, and otherwise sense things, thereby making me better at my craft and more adequately equipped to serve my community.' I have taught in three university history departments and one art school. In the tenor of intellectual life, the differences between these four institutions were small. In what they proffered to the senses, the difference between the history departments and the art school was vast. Part of the difference was, of course, visual. Student and faculty works animate every square foot of usable art school space, competing for attention with a resident community that favors purple hair and personally sculpted clothing. But in addition, because things get made at an art school, its sensory environment resembles a factory more than an office. Going to work means encountering the smell of linseed oil, the acrid taste of the fumes produced by etching fluids, the heat of the foundry, and the sounds of table saws and kinetic sculpture. In contrast, history department facilities conveyed the message that sense organs were pedagogically irrelevant except insofar as they made possible such activities as reading books and listening to lectures. Aside from the use of slides and other audiovisual aids, sensory experiences noticeable in and of themselves usually entered classrooms as unwelcome intrusions: the clangor of nearby construction, glaring sunlight, flatulent students. What is true of historians' professional habitats is also true of the books they write and assign. In preparation for writing this essay I searched for memorable and analytically significant smells, tastes, sights, sounds, and tactile sensations in sixteen American history textbooks written over the past forty years. I restricted my search to the twentieth-century sections of the texts.2 This search led to three conclusions.

Video presentation-How to prepate it more easily and effectively

Use of slides and OHP has been a prevailing method in most conferences. However, it is not always easy to present dynamic information like various type of surgery. Number of video session has been increasing to show many sophisticated surgical techniques and to establish a computer aided educational system. Video presentation can be prepared fairly easily unless high quality image is required. We are using SONY 8mm video devices which support RC time code : a handycamcorder CCD-V800 for shooting and a computer video deck CVD-1000 to edit video tapes. By using a personal computer (Macintosh) and VISCA protocol (which provides computer-controlled synchronization of up to seven AV devices on a daisy chain network), we can prepare more easily and effectively from video tapes of various surgical procedures. Digital video editing environment based on QuickTime system is also reported.

Production and Use of Slides for Language and Culture Classes

the teacher, or whether the format of the course tends toward the open discussion/seminar style, the use of visual materials in the form of slides can enhance both the level of presentation and student interest in the accompanying reading selections.1 Slides of not only artwork and architecture, but also documents, historical figures and places, as well as points of geography and geology, typical shots of life both urban and rural often open up in-class discussion to students somewhat reluctant to enter into more book-oriented material

Making and Using Slides in the ESL Classroom

Posters are expensive, guest speakers rare and photos limited to those few students within eye range. The use of slides can present a welcome solution to teachers and students alike. They provide an interesting variation from classroom routine and cognitiveoriented exercises. The colourful visual element of slides encourages the imagination and distances students from too great a dependency on the written word. Slides can supplement intensive and evening ESL programmes and can be used to teach a variety of themes, everyday subjects and specific structures. This article is aimed especially at the high Beginner and low Intermediate level learners and should be of interest to instructors ranging from the secondary to adult education departments. Techniques encompassing the four skills are outlined. Finally, the possibility of using teacher or student-made slides generated by special projects is considered.

DIGITAL IMAGE PROCESSING FOR NON-DESTRUCTIVE MEASURES OF WOODY SHRUBS

For multi-stemmed shrubs, especially those with fine foliage, obtaining measures of leaf area or density of foliage and twigs within the crown may be both difficult and time-consuming. However, this measure may be an indication of the ornamental quality of a species. A method of photographic analysis was developed to perform repeated measures within the crown of woody shrubs. Slides of 5 species of arid land woody shrubs were analyzed by use of a Visual Image Processor system. This digital imaging technique may be applied where comparative measures over time for individual plants is useful. Comparisons were made of slides taken in the fall of 1989 and the spring and fall of 1990. The use Of slides limited handling or removal of any portion of the plants. Initial care in slide production and continuity of photographic techniques permits consistent results between measurement dates. This computerized method al lows comparative analysis of the growth and “fullness” of plant crowns.

The interface between theory and experiment

Selected examples taken from the author's experience in predicting and experimentally measuring the behavior of naturally occurring hydrocarbon and related mixtures are used to illustrate the gap that exists between theory and experiment. These include the identification of the critical condition, the prediction and definition of the retrograde dew point locus, and the existence of three-phase phenomena within the two-phase envelope. Additional interesting behavior is encountered in systems containing substantial carbon dioxide or light aromatics or naphthenes where the precipitation of wax or other solids in the presence of vapor and immiscible liquids is observed. The modeling of hydrate formation in a dynamic situation is shown as an example where the gap between theory and experiment is particularly large. The experimental observations are extensively illustrated through the use of slides and a film clip.

Training and calibrating evaluators for a national private dental office assessment program.

The work described was conducted to train and calibrate ten general dentists to participate as evaluators in a national program in which methods were developed and tested for the in-office evaluation of private general dental practice. The methods used in conducting six days of initial training are described, as well as the approach taken in establishing the posttraining levels of individual and group calibration achieved. Training and calibration that occurred halfway through a two-year field experience also are described. Techniques employed included the use of slides in lecture format; review of records, radiographs, and other materials from dental offices; examination of patients; use of a videotaped simulation of an office visit; and evaluation of private dental offices by paired evaluators. Calculation of percent of comparability of evaluator performance was used in determining calibration levels. We concluded that evaluators can be trained in six days to achieve a high level of calibration. Additional benefits were derived from the additional training session at the midpoint of field activities. Evaluators perceived themselves to be well prepared as a result of the training described.

Continuing physician education: the Health Learning Systems approach

In the past 10 years, Jack Filer has served as executive editor for a series of five separate national education programs on infant nutrition. Four of these have been directed towards physicians and the last been developed for mothers. He was assisted by a group of associate editors with expertise in various areas, as needed, depending on the material to be developed. The educational programs have included closed-circuit live telecasts, films and slides for use in a visiting faculty program, monographs and newsletters, and videotapes for maternal instruction. The nutritional guidelines for infant feeding emphasized throughout the recommendations of the Committee on Nutrition of the American Academy of Pediatrics to promote breast-feeding with commercial infant formula as an alternative if breast-feeding is not elected or stopped early. Delayed introduction of solid food and cow milk was also recommended.

The Use of Slides in Class: A Demonstration of Incidental Learning

Two History of Psychology classes were taught utilizing more than 1,000 slides illustrating biographies, concepts, and theories. The students were informed that the slides were ancillary and that they would not be held responsible for them. An unannounced Slide Recognition Test, given at the time of the final exam (but not counted toward any grade) was significantly correlated with all examinations given throughout the course.

Precambrian paleobiological 35mm slides for use in teaching

Precambrian paleobiological 35mm slides for use in teaching